The Factors Making Female Graduates Of Department Of Mathematics Education Of Muhammadiyah University Of Surakarta Not Become Mathematics Teacher
THE FACTORS MAKING FEMALE GRADUATES OF DEPARTMENT OF
MATHEMATICS EDUCATION OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA NOT BECOME MATHEMATICS TEACHER
By
Ahmad Idris Setyawan1 and Idris Harta2
1
Student of Muhammadiyah University of Surakarta, idrischassbiy@gmail.com
2
Teaching Staff of UMS Surakarta, idrisharta@gmail.com
ABSTRACT
The purpose of this research is to describe: (1) the perceptions of female
graduates of department of mathematics education of Muhammadiyah University of
Surakarta about mathematic teacher profession and other profession, (2) the factors
making female graduates of department of mathematics education of Muhammadiyah
University of Surakarta not become mathematics teacher. The kind of this study is
descriptive qualitative research. The subject in this study is the female students graduate
in 2001, 2006, 2009, 2011 and 2012 academic year at the mathematics education
department of Muhammadiyah University of Surakarta. Methods of collecting data used
in this study are questionnaire, interview, and documentary study. Data analysis
technique used in this research is the analysis of qualitative data, with Miles and
Huberman models. Validity of data used in this researchs are triangulation of techniques
and sources. The conclusions of this research are: (1) The female graduate of
mathematics education department of UMS perception of the profession as a mathematics
teacher and other profession is variety. Female graduates have the perception that the
profession or career is not to be linear with the educational background ever obtained,
notably mathematics education,(2) There is external factors that influences female
graduates of mathematics education department of UMS do not work as a mathematics
teacher at grade Junior and Senior High School (SMP/SMA).
Keywords: female graduate, perception, profession, motivation, career
1. INTRODUCTION
Education is an absolute requirement that must be fulfilled in the lifetime. By
education, human being will experience the learning process. According to Purwanto
in his book of Psikologi Pendidikan (2004: 106), he states that learning is a process
and as a process, of course, there should be processed (input), and processing of
results (output). Purwanto also outlines the influenced factors of the learning process
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
89
can be divided into three factors i.e. (1) learners factors (Raw Input), (2) supporting
tools factors (Instrumental Input) and (3) Environment factor where the learning
process is happened (Environmental Inputs). Each of these factors consists of several
components. Raw input consists of all learner characteristics, namely: interest, talent,
intelligence, maturity, and gender. Environmental input includes the physical
environment such as temperature, location, and buildings, and non-physical
environment such as family and community. While the instrumental input consists of
teachers, objectives, curriculum, textbook, method or learning approach, media,
evaluation equipment, and infrastructure.
Teachers as a part of the Instrumental Input factor has important role in the
learning process. As guided to escort the students to learn, also there are some role of
teacher in face-to-face learning expressed by the Moon (1989) in Purwanto (2004:
106), that is as learning designer (Designer of Instruction), as Learning Manager
(Manager or Instruction), as Director of learning, as evaluators (Evaluators of Student
Learning) and as a counselor and as executor of the curriculum.
The Director of Quality Improvement General Classrooms Educators and
Ministry of National Education Baedhowi in the description of the press at the
Ministry of National Education, Monday (23/11) in the online newspaper tempo.co,
He stated "The Ministry of National Education presents an increase in the number of
honorary teacher in the last two years. The increase of the number of teacher is the
amount of approximately 260 thousand in 2 years. The increase took place on public
school teacher from 2.34 million (2007) to 2.67 million in (2008). In addition, there
are a lot of honorary teacher. This dues to the bright prospect of the teaching
profession and guaranted by the Government, the chances of the teaching profession
and teachers welfare incentives that are reliable".
The increasing number of teachers are also affect the increasing math teachers.
During the last ten years an increasing number of mathematic teachers according to
the data of Musyawarah Guru Mata Pelajaran (MGMP) Mathematics subject level
Junior High School (SMP) Surakarta have elevated quite high (Agus Budi: 2012). The
number of mathematics teacher according to data of MGMP Mathematics Surakarta
with the sex ratio further members is presented in the form of the following charts:
Figure1.1
Percentage %
53
52
51
50
M
49
FM
48
47
46
2000 - 2002
2006
2010
2012
years
Source: MGMP Mathematics Surakarta 2012
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
90
Muhammadiyah University of Surakarta (UMS) as one of the organizers of
teacher training programs provides considerable opportunities for prospective students
who are interested in on teacher training programs. Mathematics education department
as one part of the program of teacher training in UMS get enough attention by
prospective students after majoring in department of teacher education elementary
schools (Pendidikan Guru Sekolah Dasar) and English language education (Kasiman:
2012). According to the data from the Bureau of Academic Administration (BAA)
UMS about the number of students of the Faculty of Teacher Training and
Educational Sciences (FKIP) particularly mathematics education departments from
year to year has increased that fluctuate, depending on the number of new student
admissions quotas.
There is an interesting phenomenon on increasing student interest in mathematics
education departments. Most students interested in mathematics education department
actually are female students. From the data of BAA UMS mentions that in 1982, the
percentage of female student in mathematics education department UMS only 21,43%,
in 1987 the percentage rose to 46,67% and 78 % in 2012.
From the description above, it can be concluded tentatively that the growing
number of female students who entered in mathematics education department, it will
be more and more also a number of graduate female students of mathematics
education department. Moreover, it will affect the large number of female mathematic
teachers. However, this conclusion is inversely proportional to the data from General
Director of PMPTK Director of Education, up to the year 2008, the number of
mathematics teacher who is still active in Indonesia is 98.082. This number includes
private teacher, servants, and honorary at junior high school and high school. From
these data can also be seen that the number of female mathematics teachers in the field
less than male mathematics teachers. The comparison is 54: 46. As for the Central
Java, the comparison between both of them is 53: 47 (http://tiaraanggresiya.
wordpress.com /2012 /01/ 12/ pkm- porientasi – profesi – guru - matematika-ditinjaudari-gender/).
Based on the background of the issues above, in this study the researcher will
examine why the number of female mathematics teacher less than the number in male
mathematics teacher. In addition, researcher also will examine the cause factors of
female graduate of mathematics education department of UMS not become
mathematic teachers, as well as what the profession more attractive by female
graduates programs of mathematics education department in UMS else as mathematics
teacher.
2. Literature Study
a. Professional Mathematics Teacher and Gender Perspective
1) Professional Teacher
Mahmud (2012: 103) explains, the professionalism, the teacher is
an academic position which has task as educators. Educators are
professionals in charge of planning and carrying out the process of learning,
assessing learning outcomes, coaching and training, and exacting research,
and community service (National Education System Law No. 20 of 2003,
Chapter XI of Article 39 Paragraph 2). Teachers as different professional
educational staff work with others. Since, he is a professional in carrying out
its duties and functions (Rusyan, 1990: 5) in Mahmud (2012: 103).
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
91
b.
c.
d.
e.
2) Gender Perspective
Meanwhile, in the Women's Studies Encyclopedia explains that
gender is a cultural concept that seeks to make a difference (distinction) in
terms of the role of behavior, mentality and emotional characteristics
between men and women who thrive in society. Macdonal, Sprenger and
Dubel (1999) in Muthali'in (2001:21) states that a lexicon of gender identity
or grammatical classification which serves to classify an object groups. This
classification is largely related to the two sexes, each category is often
formulated with feminine and masculine.
The Perception of Mathematics Teacher
The perception of mathematics teacher is processing information
from the environment in the form of stimulus, received through the sensory
organs and transmitted to the brain to be selected, organized in the form of
interpretation leading to an assessment of of sensing or previous experience
of the intricacies of the profession of a teacher of mathematics. The
perception is the result of interaction between individuals outside world
(environment) with the experience of individuals who have internalized a
sense organ of sensory system as a liaison, and interpreted by the nervous
system in the brain.
Mathematics Education Department Program of Higher Education
(University )
1) Higher Education (University )
Higher education is a unit of higher education, namely education
above secondary education, which includes education program diploma,
bachelor, master, specialist, and doctoral degrees, Markum (2007: 19).
Markum adding that everything about the college such as forming or
establishing, organizing, and overseeing the implementation of higher
education set out in legislation.
2) Mathematics Education Program
The program of study is the incumbent operator class curriculum
evaluation with a comparison with other university curriculum. In Law
no. 12 in 2012, Article 33 about high education, program of study must
have a curriculum and teaching methods appropriate to the educational
program, and organized with the permission of the Minister after meeting
the minimum requirements for accreditation. Mathematics Education
department is unity education, learning, and organizing classes for
students math education department.
Female Students
Female students are students who are female-sex (Big Indonesian
Dictionary: 1989). Students themselves can be simply defined as a group
of people to high levels of formal education. Yahya Ganda (1987: 10)
says that 'students are defined as students studying higher knowledge,
which at this level they are considered to have the physical maturity and
extensive development of thinking, so that the surplus value they can
have the awareness to determine his attitude and be able to responsible
attitudes and behavior in scientific discourse ".
Undergraduate Interest In Choosing A Career
1) The Definition of Interest
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
92
According to Slameto (2003: 180), interest is a willing for a
thing or event, without being told. Interest is basically a relationship
between the acceptances of you with something outside of themselves".
2) The Definition of Motivation
According to Purwanto (2007: 60) motif is a complex
expression in an organism's behavior or actions directed to a purpose or
incentive. Hoy and Miskel (1982) in Purwanto (2007: 72) argues that
motivation can be defined as the complex forces, drives, needs, statement
of tension (tension states), or other mechanisms that initiate and maintain
the desired activities towards personal objectives.
f. The definition of career
According to Gibson et al. (2000) in his thesis of Edi Pringadi (2008)
explained that a career is a set attitudes and behaviors related to experience and
work activities over the course of one's life and a series of ongoing work
activities. Thus, an individual's career involves a series of choices from a wide
range of opportunities.
g. Relevant Research
Research Muhson Ali, and friends in the Journal Economic, volume 8,
Number 1, April 2012 under the title "Analisis Relevansi Lulusan Perguruan
Tinggi Dengan Dunia Kerja" give the conclusion that the study found there were
6% of graduates who have not worked, but there were some respondents who
decided not work due to go to college so that S2 is not categorized as a labor
force. So there are only 4.8% of graduates who have not been absorbed in the
labor market, the remaining 95.2% of graduates of Economic Education
Department has been absorbed in the job market.
Research from Piotrowski, Chris Hemasinha, and Rohan in the journal
titled “Career development (Educational aspects) Mathematics (Study and
teaching)” March, 2012 Source Volume: 46 Source Issue: 1 concludes: “Our
results reflect a couple of interesting findings that were largely unexpected. First,
based on a plethora of research studies that report underrepresentation of women
in the field of mathematics; our sample saw a slight majority of female
mathematics majors (females, 52%; males, 48%). This calls into question the
position that girls and women are, for myriad reasons, diverted from academic
interest in mathematics (Watt & Eccles, 2008). Second, in our sample, minorities
of the mathematics majors plan to pursue fulltime employment solely (25%) and
only 20% plan to attend graduate school fulltime solely, whereas 55% of our
samples intend to both find a job with their mathematics degree and pursue
graduate studies at the same time.
3.
Research Method
This study used an descriptive qualitative research. Descriptive research is
research that is used to describe, explain, and answering questions about the
phenomena and events that occur at this time. This research is conducted for female
student graduate of mathematics education department of Muhammadiyah University
of Surakarta that do not work as a mathematics teacher at grade Junior and Senior
High School. The time of this research is from January - February 2013.
Subject in this research choosing by purposive sampling technique, namely by
selecting informants or respondents are deemed to know and can be trusted to be a
data source that precise as well as knowing the problem of study in depth. The subject
in this study are female graduates of Mathematics Department, Muhammadiyah
Seminar Nasional Pendidikan Matematika
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93
University of Surakarta who have graduated in 2001, 2006, 2009, 2011 and 2012
period. While the sample taken using snowball sampling department about the
existence of the alumni database. Methods of collecting data used in this study are
questionnaire, interview, and documentary study. Data analysis techniques used in this
research is the analysis of qualitative data, with Miles and Huberman models. Validity
of data used is triangulation of technique and source.
4. The Result of Research and Discussion
Description of the research results obtained from the questionnaire and interview
to female graduates of Mathematics Education Department Muhammadiyah
University of Surakarta who have graduated in 2001, 2006, 2009, 2011 and 2012
period. The research was able to collect descriptive data on the tendency of female
graduates of department of mathematics education of UMS not become mathematics
teacher, especially at the Junior and Senior High School.
The perception of female graduates of department of mathematics education of
UMS about the profession as a mathematics teacher and other profession is variety.
Female graduates have the perception that the profession or career is not to be linear
with the educational background ever obtained, notably mathematics education.
Undergraduate mathematics education does not have to be a math teacher in a school
institution, but could pursue other professions.
Based on the collected questionnaires and interviews with female graduates,
researchers obtained two factors making female graduates of department of
mathematics education of UMS tend to be linear in choosing a career that is external
factors.
The external factor is a factor that comes from outside, there are outside factors
that predispose a person to do something. External factors that affect mathematics
education graduates UMS does not work as a mathematics teacher can be divided into
five factors, namely:
(1) Other person influence factors
Oterh person influence factors which have effect to female graduates of
department of mathematics education of UMS who not become mathematics
teacher are parent and housband.
(2) Financial income factors
Financial income factor is a factor that is very exciting to be a reason for
someone to choose a job. The higher salaries offered by an agency, it will be
more and more people who are interested in applying to register the work.
(3) GPA, academic backgrounds and individual skill
GPA and academic background are not so influential because of female
graduates who were respondents in this study is quite competent in
mathematics. Character and professionalism in a person in the work take
precedence over the GPA and educational background.
(4) Job applicant competition and availibility of jobs vacancies factors
The number of job applicants and lack of availability of job vacancies in
Indonesia is a fairly complicated problem and a national problem the
Indonesian government in reducing unemployment. The high number of
graduates each year in high school and university, further increase the
number of educated unemployed in Indonesia.
(5) Gender factor.
Seminar Nasional Pendidikan Matematika
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94
Gender differences do not affect the female graduates to get the job he
wanted. Similarly, professional learning, especially math teachers, women
also contribute to be part of the profession.
5. Closing
a. Conclusion
The conclusions of the factors that making female graduates of department
of mathematics education of UMS from several different periods of the year ie
2001, 2006, 2009, 2011 and 2012 as follows:
1) External factors implies that there are several factors that influence female
graduates to choose a job other than as a teacher of mathematics. From these
factors it is clear that the gender factor had no influence on graduates in
obtaining jobs.
2) UMS Female graduates mathematics education focuses not only as a teacher
of mathematics, but can work in a variety of agencies other than math
teachers.
3) Job opportunity and financial income (sallary) offered much influenced
female graduates in choosing careers.
4) Gender factor have not effect for female graduates to choose their careers
b. Suggestion
Based on the results of qualitative research is descriptive in describing the
factors that making female graduates of department of mathematics education of
UMS not become mathematics teacher, presented a number of suggestions as
follows:
1. To the UMS Female graduates Mathematics Education Department
Based on the results of research on the factors that making female graduates
of department of mathematics education of UMS, the opportunity to work in
addition to being a teacher of mathematics that are many and varied, both
male and female. Employment opportunities are offered very much.
Individual ability, desire and never give up serious is the main capital to
obtain the desired job.
2. To the Mathematics Education Faculty of UMS
For mathematics faculty of UMS mus can to organize the female graduates,
the majors should be more serious for the female graduates record. In
addition, the department needs to develop students who are still active in
their skills expertise to get involved in the world of work, not only in terms
of academic.
3. To the Next Researcher
It should be recognized that this study is not perfect, that is still less detailed
and the factors that affect the number of respondents. To that end, the
researchers in the fields of mathematics, especially related to the teaching
profession can do similar research but with a focus on a more detailed and
better quality.
6. Bibliography
Anggresiya, Tiara. 2012. Profesi Guru Matematika Ditinjau dari Gender.
http://tiaraanggresiya. wordpress.com/2012/01/12/pkm- porientasi – profesi –
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
95
guru - matematika-ditinjau-dari-gender/. Accessed on October 17th 2012,
09.30.
Anonim.
2009.
Jumlah
Guru
Honorer
Meningkat.
http://www.tempo.co/read/news/2009/11/23/079210067/Jumlah-Guru-HonorerMeningkat. accessed on November 12nd 2012.
Ganda, Yahya. 1987. Cara Belajar di Perguruan Tinggi. Bandung: Cipta Restu
Perdana
Markum, Enoch, M. 2007. Pendidikan Tinggi dalam Perspektif Sejarah dan
Perkembangannya di Indonesia. Jakarta: Direktorat Jendral Pendidikan Tinggi
Departemen Pendidikan Nasional.
Muhson, Ali. And friends. 2012. Jurnal Economia “Analisis Relevansi Lulusan
Perguruan Tinggi Dengan Dunia Kerja” , volume 8, Nomor 1, April 2012.
Muthali’in, Achmad. 2001. Bias Gender
Muhammadiyah University Pers.
Dalam
Pendidikan.
Surakarta:
Piotrowski, and Friends 2012. In the International Journal “Career Development
(Educational Aspects) Mathematics (Study and teaching)” March,
2012 Volume: 46 Source Issue: 1
Purwanto, M. Ngalim. 2004. Psikologi Pendidikan. Bandung: Remaja RosdaKarya.
Slameto, Drs. 2003. Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta:
Rineka Cipta.
Ganda, Yahya. 1987. Cara Belajar di Perguruan Tinggi. Bandung: Cipta Restu
Perdana
Gibson, Ivancevich, Donelly, 2000, Perilaku Struktur Proses Organisasi 2,
Terjemahan. Jakarta: Penerbit Binarupa Aksara.
Mahmud, Prof, Dr. 2012. Sosiologi Pendidikan. Bandung: Pustaka Setia.
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
96
MATHEMATICS EDUCATION OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA NOT BECOME MATHEMATICS TEACHER
By
Ahmad Idris Setyawan1 and Idris Harta2
1
Student of Muhammadiyah University of Surakarta, idrischassbiy@gmail.com
2
Teaching Staff of UMS Surakarta, idrisharta@gmail.com
ABSTRACT
The purpose of this research is to describe: (1) the perceptions of female
graduates of department of mathematics education of Muhammadiyah University of
Surakarta about mathematic teacher profession and other profession, (2) the factors
making female graduates of department of mathematics education of Muhammadiyah
University of Surakarta not become mathematics teacher. The kind of this study is
descriptive qualitative research. The subject in this study is the female students graduate
in 2001, 2006, 2009, 2011 and 2012 academic year at the mathematics education
department of Muhammadiyah University of Surakarta. Methods of collecting data used
in this study are questionnaire, interview, and documentary study. Data analysis
technique used in this research is the analysis of qualitative data, with Miles and
Huberman models. Validity of data used in this researchs are triangulation of techniques
and sources. The conclusions of this research are: (1) The female graduate of
mathematics education department of UMS perception of the profession as a mathematics
teacher and other profession is variety. Female graduates have the perception that the
profession or career is not to be linear with the educational background ever obtained,
notably mathematics education,(2) There is external factors that influences female
graduates of mathematics education department of UMS do not work as a mathematics
teacher at grade Junior and Senior High School (SMP/SMA).
Keywords: female graduate, perception, profession, motivation, career
1. INTRODUCTION
Education is an absolute requirement that must be fulfilled in the lifetime. By
education, human being will experience the learning process. According to Purwanto
in his book of Psikologi Pendidikan (2004: 106), he states that learning is a process
and as a process, of course, there should be processed (input), and processing of
results (output). Purwanto also outlines the influenced factors of the learning process
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
89
can be divided into three factors i.e. (1) learners factors (Raw Input), (2) supporting
tools factors (Instrumental Input) and (3) Environment factor where the learning
process is happened (Environmental Inputs). Each of these factors consists of several
components. Raw input consists of all learner characteristics, namely: interest, talent,
intelligence, maturity, and gender. Environmental input includes the physical
environment such as temperature, location, and buildings, and non-physical
environment such as family and community. While the instrumental input consists of
teachers, objectives, curriculum, textbook, method or learning approach, media,
evaluation equipment, and infrastructure.
Teachers as a part of the Instrumental Input factor has important role in the
learning process. As guided to escort the students to learn, also there are some role of
teacher in face-to-face learning expressed by the Moon (1989) in Purwanto (2004:
106), that is as learning designer (Designer of Instruction), as Learning Manager
(Manager or Instruction), as Director of learning, as evaluators (Evaluators of Student
Learning) and as a counselor and as executor of the curriculum.
The Director of Quality Improvement General Classrooms Educators and
Ministry of National Education Baedhowi in the description of the press at the
Ministry of National Education, Monday (23/11) in the online newspaper tempo.co,
He stated "The Ministry of National Education presents an increase in the number of
honorary teacher in the last two years. The increase of the number of teacher is the
amount of approximately 260 thousand in 2 years. The increase took place on public
school teacher from 2.34 million (2007) to 2.67 million in (2008). In addition, there
are a lot of honorary teacher. This dues to the bright prospect of the teaching
profession and guaranted by the Government, the chances of the teaching profession
and teachers welfare incentives that are reliable".
The increasing number of teachers are also affect the increasing math teachers.
During the last ten years an increasing number of mathematic teachers according to
the data of Musyawarah Guru Mata Pelajaran (MGMP) Mathematics subject level
Junior High School (SMP) Surakarta have elevated quite high (Agus Budi: 2012). The
number of mathematics teacher according to data of MGMP Mathematics Surakarta
with the sex ratio further members is presented in the form of the following charts:
Figure1.1
Percentage %
53
52
51
50
M
49
FM
48
47
46
2000 - 2002
2006
2010
2012
years
Source: MGMP Mathematics Surakarta 2012
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
90
Muhammadiyah University of Surakarta (UMS) as one of the organizers of
teacher training programs provides considerable opportunities for prospective students
who are interested in on teacher training programs. Mathematics education department
as one part of the program of teacher training in UMS get enough attention by
prospective students after majoring in department of teacher education elementary
schools (Pendidikan Guru Sekolah Dasar) and English language education (Kasiman:
2012). According to the data from the Bureau of Academic Administration (BAA)
UMS about the number of students of the Faculty of Teacher Training and
Educational Sciences (FKIP) particularly mathematics education departments from
year to year has increased that fluctuate, depending on the number of new student
admissions quotas.
There is an interesting phenomenon on increasing student interest in mathematics
education departments. Most students interested in mathematics education department
actually are female students. From the data of BAA UMS mentions that in 1982, the
percentage of female student in mathematics education department UMS only 21,43%,
in 1987 the percentage rose to 46,67% and 78 % in 2012.
From the description above, it can be concluded tentatively that the growing
number of female students who entered in mathematics education department, it will
be more and more also a number of graduate female students of mathematics
education department. Moreover, it will affect the large number of female mathematic
teachers. However, this conclusion is inversely proportional to the data from General
Director of PMPTK Director of Education, up to the year 2008, the number of
mathematics teacher who is still active in Indonesia is 98.082. This number includes
private teacher, servants, and honorary at junior high school and high school. From
these data can also be seen that the number of female mathematics teachers in the field
less than male mathematics teachers. The comparison is 54: 46. As for the Central
Java, the comparison between both of them is 53: 47 (http://tiaraanggresiya.
wordpress.com /2012 /01/ 12/ pkm- porientasi – profesi – guru - matematika-ditinjaudari-gender/).
Based on the background of the issues above, in this study the researcher will
examine why the number of female mathematics teacher less than the number in male
mathematics teacher. In addition, researcher also will examine the cause factors of
female graduate of mathematics education department of UMS not become
mathematic teachers, as well as what the profession more attractive by female
graduates programs of mathematics education department in UMS else as mathematics
teacher.
2. Literature Study
a. Professional Mathematics Teacher and Gender Perspective
1) Professional Teacher
Mahmud (2012: 103) explains, the professionalism, the teacher is
an academic position which has task as educators. Educators are
professionals in charge of planning and carrying out the process of learning,
assessing learning outcomes, coaching and training, and exacting research,
and community service (National Education System Law No. 20 of 2003,
Chapter XI of Article 39 Paragraph 2). Teachers as different professional
educational staff work with others. Since, he is a professional in carrying out
its duties and functions (Rusyan, 1990: 5) in Mahmud (2012: 103).
Seminar Nasional Pendidikan Matematika
Sur akar ta, 15 Mei 2013
91
b.
c.
d.
e.
2) Gender Perspective
Meanwhile, in the Women's Studies Encyclopedia explains that
gender is a cultural concept that seeks to make a difference (distinction) in
terms of the role of behavior, mentality and emotional characteristics
between men and women who thrive in society. Macdonal, Sprenger and
Dubel (1999) in Muthali'in (2001:21) states that a lexicon of gender identity
or grammatical classification which serves to classify an object groups. This
classification is largely related to the two sexes, each category is often
formulated with feminine and masculine.
The Perception of Mathematics Teacher
The perception of mathematics teacher is processing information
from the environment in the form of stimulus, received through the sensory
organs and transmitted to the brain to be selected, organized in the form of
interpretation leading to an assessment of of sensing or previous experience
of the intricacies of the profession of a teacher of mathematics. The
perception is the result of interaction between individuals outside world
(environment) with the experience of individuals who have internalized a
sense organ of sensory system as a liaison, and interpreted by the nervous
system in the brain.
Mathematics Education Department Program of Higher Education
(University )
1) Higher Education (University )
Higher education is a unit of higher education, namely education
above secondary education, which includes education program diploma,
bachelor, master, specialist, and doctoral degrees, Markum (2007: 19).
Markum adding that everything about the college such as forming or
establishing, organizing, and overseeing the implementation of higher
education set out in legislation.
2) Mathematics Education Program
The program of study is the incumbent operator class curriculum
evaluation with a comparison with other university curriculum. In Law
no. 12 in 2012, Article 33 about high education, program of study must
have a curriculum and teaching methods appropriate to the educational
program, and organized with the permission of the Minister after meeting
the minimum requirements for accreditation. Mathematics Education
department is unity education, learning, and organizing classes for
students math education department.
Female Students
Female students are students who are female-sex (Big Indonesian
Dictionary: 1989). Students themselves can be simply defined as a group
of people to high levels of formal education. Yahya Ganda (1987: 10)
says that 'students are defined as students studying higher knowledge,
which at this level they are considered to have the physical maturity and
extensive development of thinking, so that the surplus value they can
have the awareness to determine his attitude and be able to responsible
attitudes and behavior in scientific discourse ".
Undergraduate Interest In Choosing A Career
1) The Definition of Interest
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According to Slameto (2003: 180), interest is a willing for a
thing or event, without being told. Interest is basically a relationship
between the acceptances of you with something outside of themselves".
2) The Definition of Motivation
According to Purwanto (2007: 60) motif is a complex
expression in an organism's behavior or actions directed to a purpose or
incentive. Hoy and Miskel (1982) in Purwanto (2007: 72) argues that
motivation can be defined as the complex forces, drives, needs, statement
of tension (tension states), or other mechanisms that initiate and maintain
the desired activities towards personal objectives.
f. The definition of career
According to Gibson et al. (2000) in his thesis of Edi Pringadi (2008)
explained that a career is a set attitudes and behaviors related to experience and
work activities over the course of one's life and a series of ongoing work
activities. Thus, an individual's career involves a series of choices from a wide
range of opportunities.
g. Relevant Research
Research Muhson Ali, and friends in the Journal Economic, volume 8,
Number 1, April 2012 under the title "Analisis Relevansi Lulusan Perguruan
Tinggi Dengan Dunia Kerja" give the conclusion that the study found there were
6% of graduates who have not worked, but there were some respondents who
decided not work due to go to college so that S2 is not categorized as a labor
force. So there are only 4.8% of graduates who have not been absorbed in the
labor market, the remaining 95.2% of graduates of Economic Education
Department has been absorbed in the job market.
Research from Piotrowski, Chris Hemasinha, and Rohan in the journal
titled “Career development (Educational aspects) Mathematics (Study and
teaching)” March, 2012 Source Volume: 46 Source Issue: 1 concludes: “Our
results reflect a couple of interesting findings that were largely unexpected. First,
based on a plethora of research studies that report underrepresentation of women
in the field of mathematics; our sample saw a slight majority of female
mathematics majors (females, 52%; males, 48%). This calls into question the
position that girls and women are, for myriad reasons, diverted from academic
interest in mathematics (Watt & Eccles, 2008). Second, in our sample, minorities
of the mathematics majors plan to pursue fulltime employment solely (25%) and
only 20% plan to attend graduate school fulltime solely, whereas 55% of our
samples intend to both find a job with their mathematics degree and pursue
graduate studies at the same time.
3.
Research Method
This study used an descriptive qualitative research. Descriptive research is
research that is used to describe, explain, and answering questions about the
phenomena and events that occur at this time. This research is conducted for female
student graduate of mathematics education department of Muhammadiyah University
of Surakarta that do not work as a mathematics teacher at grade Junior and Senior
High School. The time of this research is from January - February 2013.
Subject in this research choosing by purposive sampling technique, namely by
selecting informants or respondents are deemed to know and can be trusted to be a
data source that precise as well as knowing the problem of study in depth. The subject
in this study are female graduates of Mathematics Department, Muhammadiyah
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University of Surakarta who have graduated in 2001, 2006, 2009, 2011 and 2012
period. While the sample taken using snowball sampling department about the
existence of the alumni database. Methods of collecting data used in this study are
questionnaire, interview, and documentary study. Data analysis techniques used in this
research is the analysis of qualitative data, with Miles and Huberman models. Validity
of data used is triangulation of technique and source.
4. The Result of Research and Discussion
Description of the research results obtained from the questionnaire and interview
to female graduates of Mathematics Education Department Muhammadiyah
University of Surakarta who have graduated in 2001, 2006, 2009, 2011 and 2012
period. The research was able to collect descriptive data on the tendency of female
graduates of department of mathematics education of UMS not become mathematics
teacher, especially at the Junior and Senior High School.
The perception of female graduates of department of mathematics education of
UMS about the profession as a mathematics teacher and other profession is variety.
Female graduates have the perception that the profession or career is not to be linear
with the educational background ever obtained, notably mathematics education.
Undergraduate mathematics education does not have to be a math teacher in a school
institution, but could pursue other professions.
Based on the collected questionnaires and interviews with female graduates,
researchers obtained two factors making female graduates of department of
mathematics education of UMS tend to be linear in choosing a career that is external
factors.
The external factor is a factor that comes from outside, there are outside factors
that predispose a person to do something. External factors that affect mathematics
education graduates UMS does not work as a mathematics teacher can be divided into
five factors, namely:
(1) Other person influence factors
Oterh person influence factors which have effect to female graduates of
department of mathematics education of UMS who not become mathematics
teacher are parent and housband.
(2) Financial income factors
Financial income factor is a factor that is very exciting to be a reason for
someone to choose a job. The higher salaries offered by an agency, it will be
more and more people who are interested in applying to register the work.
(3) GPA, academic backgrounds and individual skill
GPA and academic background are not so influential because of female
graduates who were respondents in this study is quite competent in
mathematics. Character and professionalism in a person in the work take
precedence over the GPA and educational background.
(4) Job applicant competition and availibility of jobs vacancies factors
The number of job applicants and lack of availability of job vacancies in
Indonesia is a fairly complicated problem and a national problem the
Indonesian government in reducing unemployment. The high number of
graduates each year in high school and university, further increase the
number of educated unemployed in Indonesia.
(5) Gender factor.
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Gender differences do not affect the female graduates to get the job he
wanted. Similarly, professional learning, especially math teachers, women
also contribute to be part of the profession.
5. Closing
a. Conclusion
The conclusions of the factors that making female graduates of department
of mathematics education of UMS from several different periods of the year ie
2001, 2006, 2009, 2011 and 2012 as follows:
1) External factors implies that there are several factors that influence female
graduates to choose a job other than as a teacher of mathematics. From these
factors it is clear that the gender factor had no influence on graduates in
obtaining jobs.
2) UMS Female graduates mathematics education focuses not only as a teacher
of mathematics, but can work in a variety of agencies other than math
teachers.
3) Job opportunity and financial income (sallary) offered much influenced
female graduates in choosing careers.
4) Gender factor have not effect for female graduates to choose their careers
b. Suggestion
Based on the results of qualitative research is descriptive in describing the
factors that making female graduates of department of mathematics education of
UMS not become mathematics teacher, presented a number of suggestions as
follows:
1. To the UMS Female graduates Mathematics Education Department
Based on the results of research on the factors that making female graduates
of department of mathematics education of UMS, the opportunity to work in
addition to being a teacher of mathematics that are many and varied, both
male and female. Employment opportunities are offered very much.
Individual ability, desire and never give up serious is the main capital to
obtain the desired job.
2. To the Mathematics Education Faculty of UMS
For mathematics faculty of UMS mus can to organize the female graduates,
the majors should be more serious for the female graduates record. In
addition, the department needs to develop students who are still active in
their skills expertise to get involved in the world of work, not only in terms
of academic.
3. To the Next Researcher
It should be recognized that this study is not perfect, that is still less detailed
and the factors that affect the number of respondents. To that end, the
researchers in the fields of mathematics, especially related to the teaching
profession can do similar research but with a focus on a more detailed and
better quality.
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